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视频标签：Healthy eati
所属栏目：高中英语优质课视频
视频课题：人教版高一英语必修三Unit 2 Healthy eating M3U2 Healthy Eating Using Language Come and Eat Here (2)
教学设计、课堂实录及教案：人教版高一英语必修三Unit 2 Healthy eating M3U2 Healthy Eating Using Language Come and Eat Here (2)
M3U2 Healthy Eating
Using Language: Come and Eat Here (2)
Reading for Speaking
1. 文本内容出处和链接 I． Supplementary reading
A healthy diet
A healthy diet helps protect against malnutrition（营养不良）as well as heart disease, obesity and cancer.It would be strongly advised that a person should limit the sugar and fat intake(摄入) to less than 30% of the total energy to avoid obesity. Also you have to keep salt intake to less than 5g (1 teaspoon）per day to reduce the risk of heart disease and stroke(中风). You’d better have at least 400g (5 portions) of fruits and vegetables and some nuts and whole grain(全麦). It is a good idea to live far away from fast food, cookies, fried food.
(改编自http://www.who.int/mediacentre/factsheets/fs394/en/)
改编理由：这篇补充阅读是改编自世界卫生组织（WHO）的官方网站上关于健康饮食的最新标准。本段落旨在对本节课要达成的目标即健康饮食知识和给建议的句型进行归纳总结，起到了画龙点睛的作用，既是对课文阅读关于健康饮食的合理补充和归纳，也是为下面学生的Role-play 做了有效铺垫。 II. Role-play
Four students work as a group, one acts the boss and the other three students make suggestions on menus for breakfast, lunch and supper for the boss of our school canteen.Group1----a breakfast menu; Group2----a lunch menu; Group3----a supper menu; Group4----a night snack(夜宵) menu(改编自课文P15Using Langue: Speaking and writing)
改编理由：由于一直以来，学校餐厅的服务质量提升一直是老大难问
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题，不少学生对学校餐厅怨声载道，于是把对话改成给学校的餐厅老板关于一日三餐加夜宵的建议，更贴近学生的生活实际，也更激发他们说的欲望，设置真实的情景让学生去具体运用学到的健康饮食的知识和如何给建议的句型。之后让学生去评价同伴给出的菜单，旨在强化他们对健康饮食知识的进一步的操练和运用，也学会批判思维方式去看待事物。 2. 教学目标 Teaching aims
1）Ss are able to use the reading skills such as predicting, skimming and scanning to finish the reading tasks.
2) Ss are able to use the reading skill of summarizing to know about healthy eating and use the suggestions given sentence patterns.
3) Ss are able to use the knowledge of healthy eating to design healthy menus and make a comment on them, and meanwhile, use suggestion patterns in a real situation.
4) Ss are able to understand the importance of a healthy diet and menus. 3. 学情分析
学生已完成本单元第一课时的热身和阅读课，他们已经基本了解故事的起因和发展，对故事的高潮和结尾充满期待。学生在本课时要完成的目标就是让学生运用本课所学的关于健康饮食的知识与 “热身”和“阅读”部分内容进行整合，并操练运用给建议的句型在语境中深一步学习语言知识并且在灵活的语境中运用。
4.重点难点
1) Ss are able to use the reading skills such as predicting, skimming and scanning to finish the reading tasks.
2) Ss are able to use the knowledge of healthy eating to design healthy menus and make a comment on them, and meanwhile, use suggestion patterns in a real situation. 5.教学过程
Step1 Warming up and revision
T asks ss to discuss with the partner to recall the first part of the story–Come and eat here.
Ss recall the story and then try to speak it out.
T: Last period, we learnt the first part of the story, do you still remember the story. Try to recall the story with your partner in one minute. (Ss’ pair work) S1:… S2:…
教学目的：激发学生原有的知识，集中注意力，调动学生学习的主动性和积极性，由全于文复述有一点小难度，所以同桌互相复述，一篇文章复述下来会使学生有成就感。 Step2 Predicting
T asks ss to predict what will be continued according to the story. Ss are encouraged to predict the story differently.
T: As we know, the competition between the two restaurants was on! Can you guess who will win the competition? S1:.. S2:…
教学目的：激发学生强大的兴趣去阅读文中找故事的结局，同时也培养学生的猜测能力。 Step3 Skimming
T asks ss to read the reading passage quickly to find out what the text tells us. Ss skim the passage to find out who is the winner in the competition. T: I’d like you to read the text to find out what the text tells us. Read the
passage quickly and find out who is the winner. S: …
Suggested answer: Both of them are the winner.
教学目的：让学生带着任务, 快速阅读文章去找所需的信息，既提高阅读效率同时也增强他们阅读的自信。
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Step4 Scanning
T asks ss to read the passage again carefully to find out what made them win. Ss read the passage carefully and summarize the related information from the reading passage.
T: I’d like you to read the passage again carefully and find out what make them win?
(about four minutes later…)
S1: They combined their menu and provided a balanced menu with food full of fiber and energy.
T: By the way, what was the new menu?
S2: Raw vegetables with hamburgers and boiled potatoes, fresh fruit with ice cream.
T: What do you think of the new menu? Is it healthier than the old one? S:…
教学目的: 利用词块教学和总结概况能力去发现王鹏和雍慧合作成功的原因----健康的饮食， 它不仅促成他们生意上的成功，也促成了他们各自身体的健康，从而让学生能意识到健康饮食的重要性。 Step5 Supplementary reading
T asks ss to read the passage adapted from WHO(世界卫生组织) official website to know more about a healthy diet.
Ss read the passage and underline the sentences that give advice on a healthy diet.
T: Since we have known something about a healthy diet, I’d like you to know more about it. Read the passage to find out what advice you can get on a healthy diet.
(About 2 minutes later…) S:…
T: These are some sentences about a healthy diet. To sum up, what is a healthy diet? SS: …
Suggested answers: A healthy diet means we should take less sugar, fat and salt; more fruits and vegetables; some nuts and whole grain; no fast food, cookies, fried food. 附文：
A healthy diet
A healthy diet helps protect against malnutrition（营养不良）as well as heart disease, obesity and cancer. It would be strongly advised that a person should limit the sugar and fat intake(摄入) to less than 30% of the total energy to avoid obesity. Also you have to keep salt intake to less than 5g (1 teaspoon）per day to reduce the risk of heart disease and stroke(中风). You’d better have at least 400g (5 portions) of fruits and vegetables and some nuts and whole grain(全麦). It is a good idea to live far away from fast food, cookies, fried food.
教学目的：这篇补充阅读是改编自世界卫生组织（WHO）的官方网站上关于健康饮食的最新标准。本段落旨在对本节课要达成的目标即健康饮食知识和给建议的句型进行归纳总结，起到了画龙点睛的作用，既是对课文阅读关于健康饮食的合理补充和归纳，也是为下面学生的Role-play 做了有效铺垫。 Step 6 Role-play
1. T asks ss to work in groups of four, one acts as the boss of our school canteen(食堂) and the other three students make suggestions on menus for breakfast, lunch, supper and night snack（夜宵） menu for him. Group 1----a breakfast menu Group 2----a lunch menu Group 3----a supper menu
Group 4----a night snack(夜宵) menu
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Ss make a dialogue, use the knowledge of healthy eating to design healthy menus and suggestion patterns to give suggestions to the boss of the school canteen.
T: Do you think our school canteen provide a healthy diet? SS: No/Yes.
T: In order to provide better service to the students, the boss of our school canteen is asking you for suggestions on menus for breakfast, lunch and night snack. By the way, do you know how to make suggestions? Do you still remember the sentences patterns of giving suggestions?
S1: You’d better… S2: Shall we…? …
T: Why not find some sentence patterns from the reading passage? S1: Why don’t you…?
S2: Don’t think it would be better if we…? S3: Why not..?
T: Now you know how to make suggestions. If you have some difficulty in making the dialogue, you can refer to the sample dialogue. Sample Dialogue:
Boss: Hello, I am the boss of our school canteen. In order to provide better service for the students, I am asking for your suggestions on breakfast menus. Can you give me some advice? S1: make suggestions; give reasons S2: give opinions; make more suggestions. S3: give opinions; make more suggestions.
Boss: I really appreciate your suggestions; summarize.
2. T invites groups to act their dialogue out and meanwhile types the menu the ss give, finally gives them feedback.
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Ss are invited to the platform and show their dialogues.
设计目的：在真实语境中使用学到的健康知识和给建议的句型，从文本到课外，成功内化和迁移。同时，教师也抓住了学生的生成，推动了整个课堂教学充满生机活力，达到了本节课的教学目标，也提高了课堂的有效性。 Step7 Peer evaluation
T asks Ss to choose one menu and make a comment on it.
Ss choose any menu and judge whether it is a healthy diet or not and also states his reasons.
T: Now I’d like you to choose one menu and to make on comment on it. Who’d like to talk about the breakfast menu?
S1:…
T: Any different opinion? S2:…
T: Who’d like to judge the lunch menu? S3:..
T: Any different opinion? S4:…
T: What about the supper menu? S5:…
T: How about the night snack menu? S6: S7:
T: As for me, we’d better take more body-building and energy-giving food for the breakfast and lunch to keep us fit and energetic all day. For the lunch and night snack, it is strongly advised that we should eat more protective food and less energy-giving and body-building food. Especially for night snack, it is a good idea to eat some food that is easy to be digested.
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Do remember not to eat too much before we go to sleep.
设计目的：通过对同伴给出的餐单进行评价，强化了学生对本节课乃至本单元关于健康的知识的运用，同时，也培养学生的批判性思维。 Step8 Homework:
1. Each group presents your dialogue in form of a report. You can begin like this: Hello, everyone. In order to guarantee a healthy menu for breakfast/lunch/supper/a night snack, our group strongly advised that our school canteen provide…
2. Surf WHO the official website (http://www.who.int/topics/en/) to find more knowledge about a healthy diet.
设计目的：从说到写，从口头到书面，让作业成为课堂的加强和延伸。 6. Blackboard Design
Come and Eat Here (2)
Reading for Speaking
You have to… Why not…? You’d better… Shall we…? It’s a good idea to… You ought to… It would be strongly advised that… What about…? Don’t you think it would be better if we…? Why don’t you…?
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